Meaningful inclusion: Building communities of difference
- 1 hour ago
- 5 min read
Helen Park recalls her upbringing in small-town Saskatchewan fondly. There, she learned what it means to build community. Every teacher in her school knew every student. Check-ins from her teachers helped her navigate grief and change through adolescence. And within the school community, learning differences were nothing notable. “Everyone is on their own learning journey,” says Helen.
Now, teaching at a Kelowna school much larger than the school she grew up attending, Helen draws on her experiences of community to make every student in the school feel welcome. Her classroom is always open to any student or family member from the school community. She ensures everyone in her class can access learning and participate fully. And she makes an effort to learn every student’s name, even if they’ve never been in her classroom.
“She finds something good in everyone. She tries to learn something about everybody to make a connection,” said Josalyn Villar, a certified education assistant (CEA) who has worked with Helen for four years.
Helen and Josalyn, with the support of their colleagues, have created a Kindergarten classroom culture where every student is meaningfully included and celebrated.
Early in the year, the class spends time talking about learning journeys and differences. Students learn to approach differences with curiosity, compassion, and understanding, rather than judgment or negativity. Students also learn to acknowledge their feelings and find helpful strategies to manage their emotions.
This work sets up a respectful community for the remainder of the school year. Students accept each other’s differences and understand that everyone is on their own learning journey and taking on different learning tasks.
Helen and Josalyn’s years together in the classroom have allowed them to understand each other’s teaching styles, build upon each other’s strengths, and collaborate to create a truly inclusive space. Their practice exemplifies what is possible when classrooms are resourced and supported.
The inclusive nature of the classroom means Helen’s room is regularly used by older students for regulation. In some situations, older students who are working on foundational numeracy and literacy skills join Helen’s students for centres and sensory learning. The Kindergartners know these students are on their own learning journeys and enjoy learning alongside their “big buddies.”
Natalie Morin, vice-principal at Helen’s school, noted that Helen’s approach to inclusion is especially impactful for students who struggle with communication.
“For Kindergartners, their life is their family,” said Helen. So, including families in the classroom is an important strategy to supporting students in finding ways to regulate and communicate.
Siblings from all grade levels frequently participate in the classroom to help build a stronger sense of community and foster connection. Parents are also kept informed about students’ learning with photo and video updates shared at the end of each day.
Digital sharing is especially important for including families of English language learners. Sharing updates about student learning or classroom activities online helps remove language barriers because it allows the use of translation tools, explained Helen. This fosters dialogue at the dinner table about school and ensures there is no confusion or surprises when formal learning updates occur.
Students who are not able to communicate verbally are included in all class experiences through adaptive technology, adaptations to learning materials, and inclusive planning.
For the parents of one of Helen’s students who does not communicate verbally, her class was a type of support they never anticipated. “To have a teacher be so warm and welcoming—I won’t be able to truly articulate the feeling. Parents of children with higher needs often endure unwelcome stares, unfair judgment, and a general sense of exclusion. Many of us would gladly settle for the absence of negativity, so to instead have the presence of such positivity has been profoundly validating,” said the parent. (1)
Parents of children with higher needs often endure unwelcome stares, unfair judgment, and a general sense of exclusion. Many of us would gladly settle for the absence of negativity, so to instead have the presence of such positivity has been profoundly validating. – Parent of a child in Helen's class
Helen recently received the Prime Minister’s Award for Teaching Excellence Certificate of Achievement as recognition for her work in meaningful inclusion. Helen invited Josalyn to attend the district celebration alongside her to acknowledge that meaningful inclusion requires a team.
“There aren’t many awards for CEAs, but her impact is so big,” said Helen. “I can only do this work because I have support.”
Helen and Josalyn’s years together in the classroom have allowed them to understand each other’s teaching styles, build upon each other’s strengths, and collaborate to create a truly inclusive space. Their practice exemplifies what is possible when classrooms are resourced and supported.
Helen also shared credit for this award with teachers she had the opportunity to learn from as a student and throughout her career. She mentioned her teachers in Saskatchewan, and her mentor teacher, Stephanie French, who showed her what inclusion could look like. Stephanie helped Helen see the value in meeting students where they are and treating all students as capable members of the classroom community.
“I’ve taken pieces from other teachers to build what I have today,” said Helen. And she tries to pay it forward by guiding the next generation of teachers in turn. Helen’s class frequently welcomes student teachers, something Helen views as part of the job. She enjoys their fresh ideas and wants them to take pieces from her practice that resonate with them.
“All teachers coming into the system should have someone like Helen to look up to,” said Josalyn.
The highest praise for the inclusive practice Helen has fostered comes from her students. The parent mentioned above shared the following about his child’s experience in Helen’s class: “While he doesn’t speak (yet), he certainly knows how to communicate—and for one little boy in one little city, Helen’s class is the absolute best place on earth. You can see it in his face as we walk down the hall, the laughter and happy voices coming from her open door growing louder with each step. You can hear it in his giggles and squeals as he sees her face and leans in for a hug. He does not do such things for free. All his expressions are genuine. His love for Helen is conclusive proof of who she is and what she has consistently done for him, and we are so very grateful.”
1 Names omitted for student privacy.
